essay on rocket for class 2

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What is a rocket (grades k-4), nasa stem team, how does a rocket engine work, why does a rocket work, when were rockets invented, how does nasa use rockets, how will nasa use rockets in the future.

This article is for students grades K-4.

The word “rocket” can mean different things. Most people think of a tall, thin, round vehicle. They think of a rocket that launches into space. “Rocket” can mean a type of engine. The word also can mean a vehicle that uses that engine.

Like most engines, rockets burn fuel. Most rocket engines turn the fuel into hot gas. The engine pushes the gas out its back. The gas makes the rocket move forward. A rocket is different from a jet engine. A jet engine needs air to work. A rocket engine doesn’t need air. It carries with it everything it needs. A rocket engine works in space, where there is no air. There are two main types of rocket engines. Some rockets use liquid fuel. The main engines on the space shuttle orbiter use liquid fuel. The Russian Soyuz uses liquid fuels. Other rockets use solid fuels. On the side of the space shuttle are two white solid rocket boosters. They use solid fuels. Fireworks and model rockets also fly using solid fuels.

In space, an engine has nothing to push against. So how do rockets move there? Rockets work by a scientific rule called Newton’s third law of motion. English scientist Sir Isaac Newton listed three Laws of Motion. He did this more than 300 years ago. His third law says that for every action, there is an equal and opposite reaction. The rocket pushes on its exhaust. The exhaust pushes the rocket, too. The rocket pushes the exhaust backward. The exhaust makes the rocket move forward. This rule can be seen on Earth. Imagine a person standing on a skateboard. Imagine that person throwing a bowling ball. The ball will go forward. The person on the skateboard will move, too. The person will move backward. Because the person is heavier, the bowling ball will move farther.

The first rockets we know about were used in China in the 1200s. These solid rockets were used for fireworks. Armies also used them in wars. In the next 700 years, people made bigger and better solid rockets. Many of these were used for wars too. In 1969, the United States launched the first men to land on the moon using a Saturn V rocket.

Early NASA missions used rockets built by the military. Alan Shepard was the first American in space. He flew on the U.S. Army’s Redstone rocket. John Glenn was the first American in orbit. He flew on an Atlas rocket. NASA’s Gemini missions used the Titan II rocket. The first rockets NASA built to launch astronauts were the Saturn I, the Saturn IB and the Saturn V. These rockets were used for the Apollo missions. The Apollo missions sent men to the moon. A Saturn V also launched the Skylab space station. The space shuttle uses rocket engines.

NASA uses rockets to launch satellites. It also uses rockets to send probes to other worlds. These rockets include the Atlas V, the Delta II, the Pegasus and Taurus. NASA uses smaller “sounding rockets” for scientific research. These rockets go up and come back down. They do not fly into orbit.

New rockets are being developed today. They will launch astronauts on future missions. The new rockets will not look like the space shuttle. These rockets will look more like earlier ones. They will be tall and round and thin. These rockets will take astronauts into space. They will take supplies to the International Space Station. NASA also is working on a powerful new rocket called a heavy lift vehicle. This rocket will be able to take big loads into space. Together, these new rockets will make it possible to explore other worlds. Someday they may send humans to Mars.

Read What Is a Rocket? (Grades 5-8)

Write 10 Lines on Rocket

Rockets are fascinating, aren’t they? These powerful machines zoom into the sky, reaching beyond our planet. They’re not just for astronauts; they carry satellites, probes, and sometimes even rovers to distant planets.

Ever wondered how rockets work? It’s all about a principle called “action and reaction”. When a rocket shoots fuel out one end, it pushes the rocket forward – a bit like how a balloon whizzes around when you let it go!

10 sentences on Rocket for kids (set #1)

• A rocket is a vehicle that can fly high up into space.
• Rockets are often used to send satellites and astronauts into space.
• The bottom part of the rocket is called the engine, and it’s really powerful!
• Rockets are made from strong materials to withstand the heat and pressure of space travel.
• Did you know that rockets can travel faster than any car or airplane?
• Rockets use a lot of fuel to get off the ground and into space.
• When a rocket launches, it creates a big, bright fire called a blast-off!
• Some rockets are reusable and can land back on Earth after their mission.
• Rockets have helped us learn a lot about the planets, stars, and our universe.
• Building a rocket takes a lot of time, effort, and very smart scientists and engineers.
• The very first human-made object to go into space was a rocket, way back in 1942.
• Today, rockets are even used for space tourism, taking people on trips to space for fun!

Also read the Essay on Rocket

10 lines on Rocket (set #2)

• Rockets are vehicles that can travel into outer space.
• They are powered by engines that burn fuel to create thrust.
• The word ‘rocket’ can also refer to the engine itself.
• Rockets can carry satellites, scientific instruments, or astronauts.
• The first human-made object to reach space was a German V2 rocket in 1944.
• Rockets work on a principle called ‘action and reaction’.
• The largest rocket ever launched was the Saturn V, used for the Apollo moon missions.
• Modern rockets are often reusable to cut down on costs and waste.
• Rockets can reach speeds over 25,000 miles per hour to escape Earth’s gravity.
• SpaceX, a private company, has developed rockets that can land back on Earth after delivering their payload.
• Studying rockets and space travel is a part of a field called astronautics.
• Rockets have also been used for military purposes, like delivering warheads.

So, this is 10 points on Rocket in an easy-to-understand way.

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Two Young Astronauts: A Rocket Story

Short stories of science fiction are intriguing for young readers. They love to read such stories and discover a new world in them.

This story is about a daydream of a small boy.

It explains how he used his wisdom to overcome difficult situations.

The Story of a Moon Expedition

This is a science fiction story of a daydream of a kid named Bill and his brother Ron. Bill is an aspiring astronaut and wants to reach the Moon one day. He daydreamed such an expedition where both the brothers were stuck on the Moon. What did he do? How were they stuck on the Moon? How did Bill manage to come back to earth? Read this interesting story and find out.

The Boy who Wanted to go to the Moon

There was a boy named Bill. He wanted to become an astronaut and navigate the Moon. He had a brother named Ron. Ron had a boom box and always spent time playing his video game.

Bill liked to think of scientific expeditions to space. He so wanted to go to space and the Moon that he often daydreamed. One afternoon, when Ron was willingly playing his boombox too loud, Bill took his science book and went upstairs.

He put on his headphones and listened to his favourite tape that contains the sound of the oceanic waves crashing. He fell asleep very quickly.

Bill Daydreaming to go The Moon

Bill’s Journey to the Moon

When we woke up, he found himself in the space station. He was being commissioned to a new space expedition to the Moon. He could not believe his eyes.

He found Ron was already in the cockpit of the spaceship. He went up there using a ladder. The base called and said, “Are you ready for takeoff?” They confirmed.

The space station started the countdown. The ship took off and they felt gravity ten times the original one. They felt their facial skin being pulled behind their ears. After a few minutes, they were off the gravity of the earth.

When they reached the ideal velocity, they calculated that it would take a few hours to reach the Moon. The location has been detailed to the young astronauts. As soon as they were close to the Moon’s surface, an accident occurred.

The energy source of the rocket was damaged but they managed to land it safely.

Bill’s Presence of Mind

Bill quickly put on the spacesuit and walked outside. It had a heater to keep him warm in the shade. He analysed the damage and told Ron to contact the space station.

The station replied, “It will take more time to send raw material to fix it.”

Ron and Bill were in a real fix. What to do? They do not have ample resources to survive.

Suddenly, Bill remembered the boom box Ron had. He never goes anywhere without it. 

He told Ron to bring it out. Ron was surprised but followed what his brother said.

Bill took out the eight batteries it had. He then taped them to form an energy source to power the engine of the spaceship.

Bill Saved the Day with his Idea of Using Batteries from the Boom Box

It worked! Bill was capable of fixing the ship. They got into the ship and headed back to the earth after researching the Moon.

Bill woke up from his dream.

Moral of The Rocket (Short Story)

The moral of this rocket story is ‘where there is will there is a way.’ Bill did not give up. He thought and found a way to return to earth with the damaged ship.

Tips for Parents

Read the story of young astronauts and their Rocket Ship for kids. Make them understand the moral lesson and ask a few questions. This fun exercise will develop their comprehension skills and listening skills.

FAQs on Two Young Astronauts: A Rocket Story

1. What is a Child's BoomBox?

A boombox is a machine that plays music. It has a huge speaker that makes loud sounds.

2. What was Bill listening to while he was dreaming?

In this story of Rocket Kids, Bill was listening to the sounds of waves in an ocean. It helped to calm him down.

3. How did the damaged rocket get another fuel source?

It was Bill’s idea to use the batteries of Ron’s boom box. He taped and used them as another energy source for the damaged rocket.

10 Lines on Rocket in English

10 Lines on Rocket in English 

A rocket is a vehicle or device that is used for space programs.

Modern rockets are used for a variety of purposes, including space exploration, satellite launches, and military operations.

Rockets are used to launch spacecraft, satellites, and other payloads into space.

Rockets are used to place satellites into orbit for telecommunications, weather forecasting, and other purposes.

Rockets are used to launch payloads and people into space for commercial and scientific purposes.

Rockets are used to land on asteroids to mine them for valuable resources.

Rockets are also used to launch people into space for tourism purposes.

Rockets work by expelling a high-speed stream of gases out of the back of the vehicle, creating thrust in the opposite direction.

Rockets can also be single-stage or multi-stage.

SpaceX, founded by Elon Musk, has developed reusable rockets.

Rockets can be powered by various types of fuels, such as liquid hydrogen and oxygen, solid fuels, or hybrid fuels.

Advancement in technology and materials science has made it possible to build more powerful, efficient, and cost-effective rockets.

The future of rocket technology includes developing reusable rockets, more advanced propulsion systems, and interplanetary travel.

Rockets are also used for military purposes, such as launching missiles and conducting airstrikes.

Rockets can travel at extremely high speeds.

The study of rocket science has led to many technological advancements that have greatly impacted the world, including satellite communication, GPS, and weather forecasting.

• Also Read: 10 Lines on Aeroplane in English

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25+ Important Paragraph Writing Topics For Class 2 With Examples

You are here means you are searching for some Paragraph Writing Topics For Class 2 . Paragraph writing is a fundamental building block that lays the foundation for effective communication and expression. In this article you will know some interesting and creative paragraph writing topics which are very important for class 2. Not only the topics, you will get the examples of each one here. Make sure to explore this article till the end, so that no topic is left out. Without any further discussion let’s start.

Importance of Paragraph Writing For Class 2 Students :

Learning to write paragraphs at a young age has many benefits for second-graders. It improves communication, grammar, and critical thinking skills. Writing encourages organization, structure, and clear expression. These skills are crucial for academic success and confident communication throughout life. Here are some helpful tips for second-graders starting their paragraph writing journey.

25+ Creative and Important Paragraph Writing Topics For Class 2 :

This article will explore more than 25 paragraph writing topics specifically for Class 2 students. By providing engaging topics and simple guidelines, we aim to help young learners develop their paragraph-writing abilities and unleash their creativity. Whether you are a teacher, parent, or someone interested in children’s education, join us in this exciting journey of paragraph writing topics for Class 2 students we mentioned below.

• My Best Friend
• About MySelf
• My Favorite Food
• My favorite Subject
• My Favourite Season
• My Favourite Game
• My Favorite Place To Visit
• Lotus Flower
• National Flag

Examples of Paragraph Writing For Class 2:

When you write a paragraph for Class 2, start with a sentence that tells what you’re writing about. Then, add more sentences that explain and give examples about the topic. Lastly, end with a sentence that reminds readers what the paragraph is about. Below we described 10 Paragraphs. You can get some ideas through more 10 examples given below.

1. My School Paragraph For Class 2:

The name of my school is “Your School Name”. My school is the place where I spend most of my days. I have made many friends. The teachers are very caring. The classrooms are bright and filled with educational materials. From the playground to the library, there are various spaces where we can learn and have fun. I am grateful for my school, which provides me with the knowledge and opportunities to grow academically and personally.

2. My Best Friend Paragraph For Class 2:

Rohit is my best friend. My best friend is the greatest blessing in my life. Our friendship is filled with laughter, adventures, and precious memories. He knows me better than anyone else, and I am grateful to have him by my side. I cherish our friendship and consider myself incredibly lucky to call him my best friend.

3. My Family Paragraph For Class 2:

My family is very important to me. My family has four people: my mom, dad, younger sister, and me. We all live together in a small house. My mom takes care of us, cooks delicious food, and teaches me many things. My dad goes to work every day to earn money for our family. I love playing with my younger sister, and we have fun together. We celebrate festivals and birthdays together. I am happy to have such a loving family in India.

4. My Father Essay For Class 2:

My father is a kind, hardworking man who always prioritizes his family. He is my role model and my pillar of support. With his guidance and love, I have learned valuable life lessons. My Father motivates me to go after my goals and never give up. He is really smart and always inspire me to do my best. I am grateful for his presence in my life and admire him deeply.

5. My Favorite Season Paragraph for Class 2:

My favorite season is winter. I love the chilly weather and the beauty of the snow-covered landscapes. It’s a time when I can snuggle up in warm blankets. I also look forward to the festive holiday season during winter, when I can spend quality time with my family and exchange gifts. Winter brings a sense of coziness and joy, making it my absolute favorite season.

6. My Favourite Game Football Essay for Class 2:

Football is my favorite game. It is a fun and exciting sport. I love playing with my friends. It is played with a round ball, and we try to kick it into the opponent’s goal to score points. I enjoy running on the field, dribbling, and making strategic passes to my teammates. Football teaches me teamwork and cooperation and helps me stay fit and healthy. I look forward to playing football daily as it brings me joy and happiness.

7. My Village Essay For Class 2:

The name of my village is “Your Village Name”. My village is a wonderful place. It is a small village with lots of green fields and trees. People in my village are very kind and helpful. My village has a school, a market, and a playground. I love playing with my friends in the playground. We also celebrate festivals together with great joy. In the village, we have clean air and peaceful surroundings. I am proud to live in such a beautiful village.

8. My Favorite Teacher Paragraph For Class 2:

My favorite teacher is Miss Pooja. She is very kind and funny. She always makes our class interesting and fun. She teaches us new things daily and helps us when needed. She is also very patient and never gets angry. I enjoy going to her class because she makes learning enjoyable. Miss Pooja is the best teacher; I feel lucky to have her.

9. My Favourite Pet Cat:

My favorite pet is a cat. She is very playful and cute. Her fur is soft, and she loves to cuddle. I named her Kitty. Kitty likes to chase after balls and play with yarn. She also likes to sleep often and sometimes wakes me up early in the morning by meowing. I enjoy spending time with Kitty and caring for her by feeding and brushing her fur. She is my best friend!

10. My Mother Paragraph For Class 2:

My mother is very special to me. She takes care of me and loves me a lot. She cooks yummy food for me and helps me with my homework. She always makes sure I am happy and safe. I love spending time with my mother, talking and playing with her. She is the best mother in the world!

11. Independence Day Paragraph For Class 2:

Independence Day is a special day for us in India. It is celebrated on 15th August. Today, we remember and celebrate the freedom we got from British rule. We uplift our national flag and sing our national anthem. There are flag-hoisting ceremonies in schools and other places. We also have parades and cultural programs and fly kites in the sky. It is a day to feel proud of our country and remember the sacrifices made by our freedom fighters.

12. Birds Paragraph For Class 2:

Birds are lovely creatures that can fly in the sky. There are many types, colors, and sizes of birds. We have colorful birds like peacocks, parrots, and kingfishers in India. Birds have feathers to keep them warm and use their beaks to eat food. They build nests to lay eggs and take care of their babies. Some birds sing beautiful songs. We should protect birds and not harm them. They make our world more joyful and beautiful.

Tips to Help Class 2 Students with Paragraph Writing :

Writing paragraphs can be fun and easy, especially with a little guidance. If you’re a teacher or a parent, here are some simple tips to help Class 2 students with their paragraph writing:

• Brainstorming: Encourage students to think about their chosen topic and jot down any ideas that come to mind. This will help them organize their thoughts before starting to write.
• Creating an Outline: Teach students to make a simple outline using a few main points they want to include in their paragraph. This will give structure to their writing and help them stay focused.
• Using Transition Words: Explain the importance of using transition words like “first,” “next,” or “finally” to connect their ideas and make the paragraph flow smoothly.
• Practice Regularly: Encourage students to practice writing paragraphs regularly. The more they practice, the better they’ll become at expressing their thoughts and ideas clearly and organized.

Remember, writing paragraphs should be an enjoyable experience for Class 2 students. By following these tips, you can help them improve their writing skills and become confident writers.

Conclusion:

In conclusion, paragraph writing is essential for students in class 2. It helps them express their thoughts and ideas and enhances their overall writing and communication abilities. Through the examples provided in this article, students can learn to structure their paragraphs effectively and clearly convey their thoughts.

Students will develop their creativity, critical thinking, and language skills by practicing these paragraph writing topics. Educators and parents must encourage and support students in honing their paragraph writing skills, as it will serve as a strong foundation for their future academic and professional success.

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Learn to Build a Rocket in Five Days or Your Money Back

Lesson Learn to Build a Rocket in Five Days or Your Money Back

Grade Level: 4 (3-5)

Time Required: 15 minutes

Lesson Dependency: None

Subject Areas: Earth and Space, Physical Science, Science and Technology

NGSS Performance Expectations:

• Print lesson and its associated curriculum

Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• I'm Not in Range: Acting Out Cellular Phone Service
• Newton Rocket Car
• Strawkets and Thrust
• Strawkets and Weight
• Strawkets and Control
• Fuel Mystery Dis-Solved!
• Aqua-Thrusters!
• Pop Rockets
• Constraints: Pop Rockets on a Shoestring Budget

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Engineering connection, learning objectives, introduction/motivation, associated activities, lesson closure, vocabulary/definitions, user comments & tips.

When designing rockets, engineers must not only consider how far and fast they need to go, but also how much they cost, how safe they will be, how heavy they will be, and what impact they will have on the environment. Very often, the strongest design is too heavy or too expensive, so the designs evolve to find compromises that satisfy all the project requirements. The revised designs are called design iterations, which means engineers design and test, discover what needs to be fixed and improved, and then redesign and test until they attain a satisfactory final design.

After this lesson, students should be able to:

• Define and give an example of a "tradeoff" in engineering design.
• Explain that the engineering design process has several steps, that a first design of a project is rarely perfect, and it may take several redesigns before a project is considered acceptable.
• Give an example of a factor to consider when building a rocket, such as: limited budget, customer needs, time limit, available resources, ethical considerations, environmental considerations, safety considerations, as well as the rocket's performance.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

State Standards

Colorado - science.

What are some questions that engineers must take into consideration when designing rockets? More specifically, what are Spacewoman Tess and Spaceman Rohan's needs for their rocket? This is perhaps the most important question because as their engineering team, they are your customers, and you are providing a service to them by designing a rocket that fits their needs. (Write student answers on the classroom board. Likely answers: How high does it need to go? How much weight must it carry? How much can it cost? How safe does it need to be? Is it going to harm the environment? How long do we have to build it? For younger students, you may need to prompt them to get answers.) How will the rocket be used? (Answer: It will carry satellites and a spacecraft for Tess.) How will it be fueled (that is, what type of propellant)? Let's pause and look at our list. Wow—engineers must think about many factors when designing a rocket (or when designing anything, for that matter).

Let's think about this question, "How much weight must the rocket carry? What does it need to carry?" Do you recall that our rocket needs to carry satellites for Maya, a spacecraft for Tess, and all the propellant to get the rocket up into space—that adds up to a very heavy load! How might you go about designing a rocket to carry a lot of weight? (Possible answers: put in a huge rocket motor, make the rocket very light, or use a very powerful rocket such as a nuclear rocket.) All of these ideas would likely work, but some of them might not be good matches for the other questions on the board. For example, a bigger rocket can lift more, but it will cost more and might take longer to build. Or, a lighter rocket might be made out of very expensive materials or might not be strong enough to endure the stresses of launch. A nuclear rocket might not be safe and could potentially damage the environment if a disaster occurred during/after liftoff.

So, how do rockets fly? Do they push off the air in order to move? The answer is no, a rocket does not fly by pushing off the air. If this were the case, a rocket would not work in space where there is no air. Rockets work by following the natural behavior described by Newton's third law of motion. Newton's third law states that for every action there is an equal and opposite reaction. Let's say you are standing on a skateboard. If you push against a wall, the skateboard moves in the opposite direction. This is a simple demonstration of Newton's third law. The action is the push against the wall; the equal and opposite reaction is the skateboard moving in the opposite direction. This is the same principle as a rocket, but a rocket uses high-pressure gas instead of a push against a wall. In a rocket, fuel is ignited, which creates high-pressure exhaust. The exhaust is directed out of the back of the rocket. All this hot gas moving backwards is the action; the equal and opposite reaction is the rocket moving forward. Engineers work to maximize the action of the hot gas in order to get the rocket out of our planet's atmosphere.

When we work to solve an engineering problem, there is not just one right answer—many possible workable solutions can be envisioned. So engineers work together to figure out the best solution for the situation. That means that engineering is a delicate balance between many types of different factors. Engineers call these necessary decisions that affect other actions trade-offs . We might be able to make a super powerful rocket that is inexpensive, but it might be very harmful to the environment. This is the trade-off. A rocket might have some beneficial qualities and some disadvantages. If the bad qualities outweigh the good qualities, then we should look for a different rocket design. When designing a rocket, engineers must keep in mind the rocket's intended uses, performance, cost, deadlines, safety, weight, controllability, environmental impact, and many other factors that must be carefully balanced in order to create a successful rocket.

Do you think engineers always get a rocket design right the first time? The answer is no! It takes many re-designs to get something as complicated as a rocket right. An engineer calls this process re-engineering. It is simply learning from the mistakes of the past and applying those lessons learned to improve a product. We do that with homework too, right? We learn from our mistakes and do a better job next time.

Today you will learn about the engineering design process and how it applies to designing a successful rocket for Tess, Rohan and Maya.

Lesson Background and Concepts for Teachers

Basic Design Life Cycle

Ask to Identify Need and Constraints: The first step in the design life cycle is determining the problem—which means really understanding what the customer needs. Engineers are problem solvers; they want to design something that is better than before. Sometimes this involves modifying an old idea and sometimes it means starting from scratch with an entirely new idea. At the beginning of a project, an engineering team starts with a list of requirements—these are the things that the product must do. For a rocket, requirements might include how fast it must be able to go, how safe it must be, how much it can cost, how much it can weigh, and when it must be completed. The requirements define what needs to be done to accomplish the project, or job. It is Then the engineers put their heads together to come up with a solution to the problem that meets all the requirements.

Research : The next step includes talking to other people who are experts in the field and spending time researching the problem. Engineers look at what products and technology are already out there and how they can be useful to them.  

Imagine Possible Solutions: The next step in the engineering design process is an idea: "I wonder if..." The idea phase is when a group of engineers brainstorm a lot of ideas that might work as a solution to a problem (see Figure 1). When these ideas are combined, a rough idea for a solution is created.

Plan by Selecting a Promising Solution: Next in the fourth step of the engineering design process, the engineers decide if the solution they came up with is feasible. Feasibility is not a question of "is it possible" (since little is impossible in today's high-tech, fast-changing world), but the questions are: can we afford it, is it safe, and is it the right thing to do? Projects are judged for feasibility by a panel of reviewers with strengths and expertise in science, engineering and project management.

Once a project is deemed to be feasible, engineers create design. The primary questions that are answered during the conceptual design are:

• What is the general configuration of the structure to be built?
• What major trade studies are necessary to conduct (that is, hardware, software, materials)?
• What is it going to cost (calculated estimation)?
• How long will it take (calculated estimation)?

The design that comes out of the conceptual design phase is not the final design, but during this phase many of the important questions about what the final design will look like are answered.

Preliminary Design: If the conceptual design is acceptable, the team moves on to the preliminary design. Actions for the preliminary design are:

• Perform trade studies (decide on best components, materials, etc.).
• Create initial detailed designs.
• Create a detailed schedule and cost plan.
• Further develop concepts with the goal of reducing risk.
• Establish sufficient margins of safety.

Detailed Design : In this phase, the detailed design is agreed upon and finalized. The customer must in agreement with the design budget and schedule before anything moving to the next step.

Create a prototype: In the fifth step of the engineering design process, engineers build their prototype. This is the point when the manufacturing of hardware begins. (Presumably) all design details are complete and every part of the design is ready to proceed into reality.

Test and Evaluate the Prototype: As part of this work, small-scale and/or computer models are often constructed for performance checks and tests. These tests are done with significant margins for error added to each of the tests—making them more extreme than anticipated during the mission. During this review of test results (see Figure 1), any failures or weaknesses in the design must be corrected (back to brainstorming and conceptual or preliminary design) and retested to prove the product fulfills its requirements.

Improve and Redesign as Needed: Many design iterations are required to refine complicated products. Engineers improve their designs based on user feedback and testing data in the 7th step of the engineering design process. 

Product Delivery: Finally, after much hard—yet very satisfying—work, the product is delivered or sold to the customer along with documentation of all tests and operations to prove that the design works.

Re-Engineering

Design, testing and re-design are integral parts of engineering that improves the final product. Nothing is ever just right the first time. Mistakes are inevitably made, but engineers learn from their mistakes, which are used to improve the product during redesigns. Even a design that works can be improved—maybe it can be produced even more inexpensively, maybe it can last longer, maybe it can be faster, etc.

Sometimes the naming of rocket designs included numbers after the rocket or builder names; those numbers indicate the different versions by increasing the number each time they re-design and improve the rocket! Challenge students to complete the associated activity Constraints: Pop Rockets on a Shoestring Budget to re-engineer their pop rockets with imposed limitations of supplies, budgets and deadlines—just like real-world engineers!

Watch this activity on YouTube

How often do we come across limited resources? Does our playground have enough swings for every student to get his/her own swing? (Answer: No, of course not.) What do you do if there is not enough of something? (Answer: Share.) If three kids are sharing a swing for 10 minutes, is it fair for one to stay on for 30 minutes? (Answer: No.) If your parents gave you a dollar to buy candy, can you buy all the candy in the store? (Answer: No, you must choose from everything available.) How do you decide which candy you will buy? Why is one candy better than another? Would you choose a candy that tastes the best but only lasts 30 seconds or a candy that does not taste as good but lasts for five minutes? Would you make the same choice as your brother or sister? (Answer: It depends on what is valued more: taste or duration of enjoyment.) Sometimes we must make "tradeoffs" to get the most out of an object or activity. You may need to tradeoff the length of time on the swing so that everyone gets a swing. You may tradeoff how long a candy lasts for one that tastes best to you.

Engineering projects also have tradeoffs. Sometimes the tradeoff is weight, control or thrust for cost. Sometimes it is the materials available with which they can be built. The engineering process takes many steps to ensure that all the requirements are met, and that is when tradeoffs happen. Also, an engineering project is never perfect the first time; it often takes several redesigns to get a solution that meets all the requirements in an acceptable way.

Even with the availability of engineering tools and an understanding of rocket design, an engineering team still needs to be familiar with the steps of the engineering design process to be in tune with the customer's needs. Hopefully, now as Tess and Rohan's engineering team, you have all the tools necessary to meet their need to get Maya's satellites to space and turn Tess' explorations into reality.

budget: A detailed plan for the resources and funding available for a project.

feasibility: Making sure that the basic engineering design is not only possible physically, but that it can be built and satisfy all the requirements, such as speed, weight, power, features, capabilities, budget, timeline, safety, ethics, etc.).

re-engineering: Learning from mistakes of the first design to improve the next design.

trade-off: Giving up one thing in return for another.

Pre-Lesson Assessment

Prediction: Ask students the following question and have them make predictions. Tally student answers on the classroom board. Tell them that they will learn today whether or not most engineers can design something right on the first try.

• How many of you think that engineers can build a perfect rocket on the first try?

Discussion Question: Solicit, integrate and summarize student responses.

• When a company wants to build a rocket, does someone provide them the materials for free? (Answer: No, cost is a very important consideration in engineering projects. Before a team of engineers receives money to build a rocket, they must have a detailed design that outlines how the rocket will perform, how much it will cost and how long it will take to build.)

Post-Introduction Assessment

Reasonable Question or NOT? Spacewoman Tess, Spaceman Rohan and their daughter Maya are incredibly busy planning their trips. They have given you, as their engineering team, five minutes to ask them a few questions regarding the rocket design. Have the class vote on whether or not the following questions are reasonable questions to ask regarding designing Spacewoman Tess' rocket:

• What is the purpose of the rocket?
• How much money do we have to build the rocket?
• Should the rocket be pretty or ugly?
• How much time do we have to design and build the rocket?
• When do you need the rocket?
• How long will you need to be in space?
• What are the satellites for?
• When will the satellites need to be in orbit?
• What color should the rocket be?

Brainstorming: In small groups, have students engage in open discussion. Remind them that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Encourage wild ideas and discourage criticism of ideas. Ask the students:

• What are some steps you think engineers need to take as they design rockets? (Prompts: Do they have to think of ideas? Gather materials? Build a model? What else?)
• What are some trade-offs engineers might consider when designing rockets? (Possible answers: safety, cost, materials, launch height, weight, etc.)

Post-Lesson Assessment

Design Flowchart: Assign students to each create a list and description of the steps in an official engineering project. Have them organize these steps in a flowchart format (see Figure 2). Ask the students: What happens when some weakness or problems are discovered during the build and test phase? What would you do? To which step does that take you?

Lesson Extension Activities

Divide the class into small teams. Have each group draw a picture to illustrate each step of the engineering design process. Hang these drawings around the room to remind students of the engineering design process.

Assign students to each research a rocket and write a one-page paper about the engineering history of that rocket. Require them to answer questions such as: How long did it take to design? How much did it cost? What were the rocket requirements? What tradeoffs were made during the design decisions?

Supporting Program

Acknowledgements.

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the DOE or NSF, and you should not assume endorsement by the federal government.

Last modified: September 5, 2020

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Classroom Activity

Rocket math.

Part 1: 

5 small rocket drawings – Download PDF

1 paper plate

Whiteboard, flannel board, butcher paper OR document camera (can also be used in Part 2)

Journal OR a piece of paper, 1 per student

Markers, pencils OR crayons

Part 2: 

Copies of small rocket drawing, 1 set of 5 small rockets per group of 2 students

1 paper plate, per group of 2 students

Paper, 1 piece per student

Extensions: 

1 large rocket drawing – Download PDF

Large paper number line OR tape and marker to make one on the floor

Single number die

Sidewalk chalk

• Color, cut out, laminate and prepare rocket shapes used in Part 1 and Extensions.
• If using a whiteboard or flannel board, you may need to affix magnetic or Velcro strips to the small rocket shapes to free your hands while keeping the items on display.
• Depending on students’ fine motor skills and lesson time constraints, consider having students color and cut rocket shapes needed in Part 2 prior to the lesson.
• This activity can be completed in one session, or each part can be completed on separate days.

Artist's rendering of the NASA Space Launch System (SLS) launch vehicle. | + Expand image

Humans have been experimenting with rockets and the concepts involved in rocket flight for nearly 1,000 years. Modern rocket pioneers created what was the stuff of science fiction only 100 years ago: rocket-propelled devices that could explore land, sea, air and space. With the application of advanced scientific and engineering principles, rockets graduated from novelties to serious devices for commerce, war, travel and research.

Today, rockets have made some of the most amazing discoveries of our time possible. Rockets have launched spacecraft to every planet in the solar system and even sent humans to the Moon.

NASA’s Artemis program will return humans to the Moon by sending the first woman and the first person of color to the lunar surface. A foundational piece of the program is NASA’s Space Launch System, or SLS, a rocket that will allow for human exploration beyond Earth’s orbit. SLS will be used in the Artemis program for a series of uncrewed and crewed missions, eventually carrying astronauts to the Moon during the Artemis III mission. NASA plans to continue sending missions to the Moon about once a year after that while also using SLS to launch robotic scientific missions to places like the Moon, Mars, Saturn, and Jupiter.

+ Expand image

• Show the set of five small rockets to the class. Display the rockets (whiteboard, flannel board, butcher paper or document camera) so that students can see them.
• Have the class count the number of rockets.
• Show students the paper plate. Cover all the rockets with the plate.
• Take two rockets out from under the plate. Have the class count the rockets they can see.
• Ask the students to figure out the number of rockets left under the plate.
• Remove the plate and confirm that their answer is correct. Ask the students how they determined the answer (counting on, subtraction, etc.).
• Tell students that they need to draw a picture or representation of what they see. Demonstrate how to draw the representation on the whiteboard or butcher paper.
• Draw a big circle to represent the plate.
• Use one color to draw two rockets or dots outside of the circle. These represent the rockets removed from under the plate. Label with the appropriate numeral.
• Use another color to draw 3 small rockets or dots inside the circle. These represent the rockets hidden under the plate. Label with the appropriate numeral.
• Write the numeral “5” to show the total number of rockets.
• Hand out a journal or a sheet of paper to each student. Let them practice drawing the representation.
• Repeat the activity several times, changing the number of rockets removed from under the plate. Each time, have students draw a picture to represent what they see. To save paper, suggest that they draw two lines to divide the paper into four sections and/or use both sides of the paper.
• Divide the class into groups of two students. Distribute one paper plate and five rockets to each pair. Allow students to color and cut out small rockets. Hand out journals or one sheet of paper to each student.
• Have student pairs practice the activity independently, taking turns placing and removing the rockets. Students should take turns telling their partner how many rockets are under the plate. Encourage them to tell each other how they figured out how many rockets were left under the plate. Repeat several times.
• Each time the activity is repeated, have students draw a picture in their journal or on the paper to represent what they see. Remind them to label the picture with the appropriate numerals.
• Have students share their pictures with the class. After a student shows their picture, ask if another student or group has a picture that shows a different combination of covered and uncovered rockets. Share the different combinations of covered and uncovered rockets they found.
• As students become familiar with the procedure, vary the total number of rockets used. Repeat the activity.
• Depending on the ability level of the students, have them write simple addition and subtraction sentences. For example, to represent their drawings, students could write: 1+4 = 5 or 5 – 1 = 4

Allow students to practice finding the missing addend using a number line from 0 to 10.

• Introduce or review the concept of a number line.
• Place a number line on the floor (premade, or with masking tape and marker).
• Color and cut out the large rocket (See Materials and Management).
• Students place the rocket at the start of the number line, ready to launch.
• Students or the teacher roll a die. Move the rocket the appropriate number of spaces on the number line.
• Continue to roll the die and move the rocket the appropriate number of spaces until the rocket reaches 10. For example, the student rolls a 6 and moves the rocket to the 6. The student rolls a 1 and moves the rocket to the 7. The student would continue to roll the die until a total of 3 is rolled on the die to reach 10. If the numeral rolled is greater than the number needed to reach 10, don’t move the rocket forward. Roll again until the rocket is moved to the 10 without going past.
• When the rocket reaches 10, have students reverse the direction of the rocket. Roll the die until the rocket returns to 0.
• Help students develop ways to record the data. Encourage them to use the data in simple addition and subtraction sentences. If more appropriate, fold the number line in half, and have students roll a die to reach 5.

On the playground:

• Draw a row of 11 squares on the pavement with sidewalk chalk.
• Label each square with a numeral from 0 to 10.
• Demonstrate to students how to play this math version of hopscotch. The hopscotch squares become a number line.
• A student stands in the 0 square. Roll a die. The number on the die determines the number of squares that the student jumps.
• Students roll the die and jump the appropriate number of squares until they reach 10. If the numeral is greater than the number needed to reach 10, do not jump past ten and instead roll again.
• When the student reaches 10, turn around and repeat the activity to reach 0.
• Encourage students to record the data in simple addition and subtraction sentences.

Explore More

Rockets by Size

Students cut out, color and sequence paper rockets in a simple mathematics lesson on measurement.

Time 30 mins - 1 hr

Soda-Straw Rockets

Students study rocket stability as they design, construct and launch paper rockets using soda straws.

Time Less than 30 mins

Stomp Rockets

In this video lesson, students learn to design, build and launch paper rockets, calculate how high they fly and improve their designs.

Time 1 hr - 2 hrs

National Association of Rocketry

• Understanding FAA Regulations

In the latest rules, the FAA has defined three classes of amateur rockets in regards to our hobby. The Class 1 and Class 2 categories are the most relevant to NAR members and will be the focus of this article. You can read the complete regulations for additional information, including details on the Class 3 rocket category.

Class 1 Model Rockets

Class 1 rockets include what used to be known as model and large model rockets. They are defined at 14 CFR 101.22 (a) of the regulations and are listed as:

Class 1- Model Rocket means an amateur rocket that:      (1) Uses no more than 125 grams (4.4 ounces) of propellant;      (2) Uses a slow-burning propellant;      (3) Is made of paper, wood, or breakable plastic;      (4) Contains no substantial metal parts; and      (5) Weighs no more than 1,500 grams (53 ounces), including the propellant.

Launching large model rockets used to require providing prior notification to the FAA. Now, no such notification is required. So long as the general operating limitations at 14 CFR 101.23 as listed below are followed, they can be launched freely.

(a) You must operate an amateur rocket in such a manner that it:      (1) Is launched on a suborbital trajectory;      (2) When launched, must not cross into the territory of a foreign country unless an agreement is in place between the United States and the country of concern;      (3) Is unmanned; and      (4) Does not create a hazard to persons, property, or other aircraft. (b) The FAA may specify additional operating limitations necessary to ensure that air traffic is not adversely affected, and public safety is not jeopardized.

Class 2 High Power Rockets

The Class 2 rocket category covers high power rockets and is defined at 14 CFR 101.22 (b) and is listed as:

Class 2 – High-Power Rocket means an amateur rocket other than a model rocket that is propelled by a motor or motors having a combined total impulse of 40,960 Newton-seconds (9,208 pound-seconds) or less.

While the older rules prohibited flying unmanned rockets into controlled airspace, the latest rules do not. The newer rules do however, require prior authorization before launching. This is part of the operating limitations for Class 2 High Power Rockets found at 14 CFR 101.25 and stating:

When operating Class 2-High Power Rockets or Class 3-Advanced High Power Rockets, you must comply with the General Operating Limitations of §101.23. In addition, you must not operate Class 2-High Power Rockets or Class 3-Advanced High Power Rockets—      (a) At any altitude where clouds or obscuring phenomena of more than five tenths coverage prevails;      (b) At any altitude where the horizontal visibility is less than five miles;      (c) Into any cloud;      (d) Between sunset and sunrise without prior authorization from the FAA;      (e) Within 9.26 kilometers (5 nautical miles) of any airport boundary without prior authorization from the FAA;      (f) In controlled airspace without prior authorization from the FAA;      (g) Unless you observe the greater of the following separation distances from any person or property that is not associated with the operations applies:           (1) Not less than one quarter the maximum expected altitude;           (2) 457 meters (1,500 ft.);      (h) Unless a person at least eighteen years old is present, is charged with ensuring the safety of the operation, and has final approval authority for initiating high-power rocket flight; and      (i) Unless reasonable precautions are provided to report and control a fire caused by rocket activities.

Prior authorization from the FAA, as mentioned in 14 CFR 101.25, items (d), (e), and (f), pertain to having an approved Certificate of Waiver or Authorization (COA) issued by the FAA. To get approval to make Class 2 rocket flights at a certain location, you must first apply for the COA using FAA Form 7711-2 . You can find help with filling out this form at the link located at the end of this article. Once the application and other required information has been received, the FAA will conduct an airspace review to determine the compatibility of launching Class 2 rockets with other uses within the designated airspace.

Airspace Review For Class 2 Rockets

The FAA is charged with ensuring the safe use of a public resource: the airspace above all our heads. The primary way they do their job is by making sure that airplanes work as they were designed and have adequate operational limits, ensuring that pilots and other airspace professionals (like controllers) have been adequately trained and receive recurrent training, and by separating airspace users in operation by adequate distances. It is the latter which will have the most bearing on your rocketry activities.

To get an idea of what the FAA looks at during this review, it’s helpful to view an aviation map for the next steps. The easiest method is to view VFR Sectional Charts online via a website such as  SkyVector or iFlightPlanner . Both of these will allow you to enter GPS coordinates to locate your potential site on the map. You can also download digital versions from the FAA website , just keep in mind that these are fairly large files and can be difficult to work with. They also do not provide the ability to plot locations automatically so if you go this route, you will have to locate your site manually.

Once you’re looking at the Sectional Chart, locate your launch site and then consider the following:

• Are there any airports within 5 nautical miles? If so, you will also need to request authorization in accordance with 14 CFR 101.25(e).
• You may see a variety of wide straight blue lines on the map with arrows on them and letters like “V321″ on the lines. These are airways, connections between radio navigation aids for airplanes under positive airspace control. Having any of these near your launch site makes the FAA nervous and may affect the ability for them to provide authorization.
• Around larger airports, particularly larger cities, you may see airports marked with a variety of dark blue circles surrounding them. These larger airports frequently have high volumes of jet traffic and these circles represent a class of airspace strictly controlled by the FAA. Obtaining authorization under these terminal control areas (TCA’s) is not impossible, however, be prepared to accept lower altitude ceilings in this case.
• Other things to look out for include large blue hashed areas marked with something like “P-405″ (representing Prohibited Airspace, e.g. the White House, portions of the Grand Canyon, etc.) and “MOA” or Military Operations Areas (practice areas for armed forces pilot training). The military operates MOA’s independent of the FAA, only telling the FAA when they’re using the area. The FAA cannot control access to these areas, and while the military doesn’t always allow other uses of “their” airspace, they don’t always deny it either.

The presence of any of these things should not discourage you from applying for authorization. Most current NAR certificate holders report that the FAA personnel with whom they interacted with were courteous, helpful, and professional. Don’t go into the process thinking of it as an adversarial proceeding; it shouldn’t be. You will have a better chance of having your request approved if you make your application in a professional manner, and conduct your activities likewise. Don’t hesitate to ask questions but keep in mind that those working on your application are people, and as such they respond to being treated courteously and professionally. Working with the FAA personnel you contact in a cooperative spirit will often bring fruit and establish long term working relationships.

For help with filling out the FAA Form 7711-2, Application for Certificate of Waiver or Authorization as well as other required information, visit the Filing for FAA Launch Authorization page.

Questions / Comments?

If you have any questions or comments about the article, please contact the High Power Rocketry Services Committee .

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Essay, Paragraph or Speech on “Rockets” Complete English Essay, Speech for Class 10, Class 12 and Graduation and other classes.

In 1903, a Russian school teacher Konstantin Tsiolkovski developed the first scientific idea on rocket propulsion. However, it was not until 1926, when first liquid fuel rocket was built and launched by American engineer Robert Goddard.

Rockets burn large quantity of fuel in order to make thrust that pushes them upward. Rockets are driven by stream of gases let out behind it when fuel is burnt inside. Most of the modem rockets use liquid fuel such as liquid hydrogen, which is burnt with liquid oxygen in order to produce combustion and thrust.

Rockets are launched into space from launch sites of space centre. Kennedy Space Centre in Florida, USA and Indian Space Research Organisation is-one of the important space centres of the world. Each space centre has technical and control areas. It even has a launch pad. Once all the preparations are done, rocket is mounted on the launch pad and it is ready for the lift-off. If the launch site is nearer to the equator, it proves to be more helpful for the rocket’s lift-off. This is because; the spin of the Earth is much faster at the equator.

A rocket has to take up a speed of around 40,000 kilometers in order to move out of the Earth’s gravitational pull. This speed is known as ‘Escape Velocity’. Rockets are termed as multi stage rockets because they do not carry their fuel in one tank. Several separate containers carry their fuel. They are known as ‘Stages’. Once a stage is empty, it is made to drop off. This helps in reducing the load that is being carried by the rocket. Fuel from next stage is then used. The best example of multistage rocket was the American Saturn V. It was the world’s tallest rocket, which carried 3000 tons of fuel.

The three stages Saturn V launched the crew of Apollo to the moon. On 16 July 1969, Saturn V left Apollo XI from Florida, USA. On 21st July, American astronaut, Neel Armstrong stepped on the surface of the moon. As soon as he stepped on lunar soil of the moon, he uttered the words, “One small step for man, but one giant leap for humankind’

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My School Essay For Class 2

My school essay for Class 2 is one of the most common topics that kids learn to write as a second-grader. Writing an essay on a topic of interest gives them the opportunity to explore their creative side and express their views about the given topic in a simple and coherent manner. Besides, this enhances their English writing skills too. As young learners engage themselves in writing my school paragraph for class 2, this activity offers them the freedom to open up their views and diverse chain of thoughts about the place that they visit regularly.

We bring you 10 lines on my school for Class 2, which kids can refer to while writing an essay on a similar topic. Let’s begin!

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My School Essay In English For Class 2

• My school’s name is St. Joseph’s Convent.
• My school building is huge in size and spacious.
• There is a big auditorium in my school where we assemble for prayer sessions every day.
• My school teachers are very affectionate and caring by nature.
• I have made many friends with whom I play games during break time.
• There is a huge playground where all the children play various outdoor games.
• My school has many classrooms, the Principal’s room and the teachers’ room.
• My school conducts drill sessions twice every week.
• My school has a computer lab where we learn how to type on the keyboard.
• I love to go to school every day, and with every passing day, I learn new things.

My school has a magnificent library where we can read various books to children.

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My School Essay For Class 2

Key Points to Remember When Writing an Essay on My School for Class 2

10-line essay on my school for class 2 kids, short paragraph on my school for class 2 kids, long essay on my school for class 2, what your second grader will learn from ‘my school’ essay.

One of the important skills Grade 2 kids learn is making sentences and paragraphs, and it is generally taught by encouraging them to write essays on topics such as ‘My School’. Most junior school kids are still in the process of learning about new things. Writing about things they know nothing or little about is difficult for them. A school is a place of interest for them, so writing on it is simple and easy. They can express their views on their school in a coherent manner. Writing essays can help improve their creative writing, vocabulary, spelling, grammar, sentence building, etc. Altogether, it’s a major contributor to your child’s overall personality development. Here, we have some tips for writing the perfect essay about your school. While one tip can be to write the first draft of the essay in points, keep reading to be privy to more.

School is the second most important place for a child after home. Therefore, writing an essay on their school is the first thing that kids do when they learn essay writing. Though writing on this topic is easy, you shouldn’t miss these some key points:

• Always mention the name and location of the school.
• Remember to talk about the structure of the school.
• You can mention the history of the school.
• You should write the reason you love the school.
• Talk about the activities/things you do at school.
• Write about the events or activities you love the most in your school.
• Remember to talk about features or things that make your school unique.
• Conclude with an affectionate or positive remark.

As second-graders, an essay on ‘My School’ can allow them to express their views freely and improve their creativity. It also enhances their sentence and paragraph writing skills. Here are ten lines to get started with a simple essay on your school:

• My school’s name is ABC .
• It is located in XYZ .
• My school’s building is huge and has many classrooms, a teachers’ room, a principal’s room, and a big playground.
• The school I go to has a large auditorium where we gather every morning for prayer sessions.
• The teachers at my school are intelligent, caring, and affectionate by nature.
• I have many friends in school with whom I play different games during my free time.
• The playground in my school is large. It is where all students play many outdoor games.
• Drill sessions are conducted twice a week at my school.
• My school also has a big computer lab where students learn about computers and work on them.
• I love going to my school every day because I get to learn so many new things and play with my friends.

Most kids in 2nd grade enjoy writing essays about their school as it is easy to write about things they like. Writing about their school doesn’t need them to mug up anything, and thus is an interesting way to practise their writing skills. Here is a sample short essay for you to see:

My school’s name is ABC, and it is located in XYZ . My school’s building is large and white. Every day, we go to the large auditorium for our morning prayers. My school building has many classrooms, as well as a principal’s office and a huge teachers’ room. There are computer labs in my school where we learn about computers. I have many friends at school. During lunchtime, we play on the large school playground. I love going to school every day as I learn a lot.

As 2nd graders practice writing sentences and paragraphs, they learn to express themselves in detail. Once they have learned to put meaningful sentences sequentially in a paragraph, writing a long essay becomes easy. Here is a sample of a long composition on ‘My School’ for Class 2:

I study in ABC school located in XYZ . My school is an English medium school. My school has a big, white building with many classrooms, a large auditorium, and a large playground. We have our daily morning assembly in the auditorium, where all the teachers and students assemble. All our school functions and cultural events are also held in the auditorium.

My school also celebrates events such as Children’s Day, Republic Day, Independence Day, and other festivals. During these events, the school is decorated, and all the students carry out various activities to celebrate the day. My favourite event at my school is Children’s Day. On this day, all the children get gifts, and we get to dress up in fancy dresses.

On every floor of my school building, there are many classrooms with a teachers’ room. Our school teachers are very caring. They are the best in teaching. They answer all our questions, and sometimes, give us homework for revision and practise. My school also has a large library and a big computer lab. Our class teacher takes us to the library to read comics and storybooks once a week. We have a computer class twice a week when get to learn how to use a computer.

The playground in my school is where all the students play during lunchtime. We also have drill sessions twice a week. During our drill session, we go to the playground and exercise. We are also taught many outdoor sports during our drill class. I have made many friends at school. Together, we play games such as cricket, football, and badminton. My school also has an annual sports day when students participate in different sports. I love my school as I am taught new things every day.

This essay is a great way to teach your second graders how to express themselves. While writing this essay, they will improve their sentence-making and paragraph-writing skills, along with vocabulary and grammar. Writing the essay is one of the first steps your 2nd grader will take in their creative development. The essay will teach them how to weave their thoughts into words and sentences.

The ‘My School’ essay is usually the first essay every child is made to write in school, making it the most popular topic. Encourage your child to use their imagination and express themselves while writing an essay about their school, and alongside, you will notice how they build vocabulary, improve grammar, and become confident about writing essays.

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Destiny 2's The Final Shape Builds Are a Blessing and a Curse For One Class

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Destiny 2: Exotic Armor that Deserves the Exotic Class Item Treatment

Destiny 2: how to get wishful ignorance, destiny 2: all pale heart region chests.

• Prismatic subclasses offer new playstyles in Destiny 2, enhancing the experience for dedicated players. However, Titans are in an odd spot.
• Synthoceps remain popular due to their strong melee damage, meaning that the best option for Titans remains the same. However, new Exotics like Hazardous Propulsion are on the rise.
• The Final Shape expansion introducing exciting changes to Titan builds paves the way for fresh strategies in PvP and PvE - even if the meta strategy is one that has remained for some time.

Destiny 2 's The Final Shape expansion launched amid server stability issues that marred the experience for some players on day one, but between its story, gameplay, and design, it's rightfully sitting among the best releases for the game so far. Prismatic subclasses in Destiny 2 are as interesting as they can be powerful, with a mix of various Aspects, Fragments, and abilities from the Light and Darkness subclasses that can unlock new playstyles and combinations. This is a massive boon for buildcrafting, with a good example being how Hunters can now use Combination Blow with Stylish Executioner for great melee damage and constant invisibility, all while having Golden Gun as a Super.

Prismatic is not without flaws, however, and some new combinations have to rely on classic Exotic items that have been used for years, whereas some of the old meta staples are finding new life with The Final Shape Exotics . This is thanks to a few factors, such as Destiny 2 's sandbox changing with the expansion, as well as new tools being offered to Guardians. The prime example of this is the way Titan builds have changed with The Final Shape, but not all of it is necessarily a good or a bad change.

Destiny 2’s new Exotic class items could seize the opportunity to bring new life to old Exotics by introducing more Exotic class item Spirit rolls.

Destiny 2's Prismatic Titan Builds Are a Double-Edged Sword

Why synthoceps are still the best exotic for destiny 2's prismatic titans.

A problematic Exotic for a long time, Synthoceps are once again rising in usage for Prismatic Titan builds because they are a reliable way of getting more melee damage for the new hot combo of Knockout and Consecration, and they go well with Bladefury as well for extra Super damage. Destiny 2 's Synthoceps Titan Exotic has been one of the best for years because, on the one hand, Titan builds typically rely on some form of melee damage due to their melee focus in terms of design, and on the other hand, it's easy to proc the extra damage. It can stack with other sources like Banner of War, too, which drove Bungie to nerf this specific interaction in The Final Shape due to how dominant it was in Season of the Wish.

The fact that Synthoceps are still prevalent in the current meta highlights another problem, which is the lack of other solid options for Titan builds - be it in the core design of the class focusing too much on melee, or be it in terms of powerful Exotics. Prismatic Titan builds in Destiny 2 can make use of multiple Exotics and still provide players with fun loops, but in terms of raw damage, Synthoceps may be just too strong at the moment to leave behind.

It's worth noting that the new Exotic Class Items in Destiny 2's The Final Shape have yet to come out, but they might shake up the meta. Not only do they have Spirit of Synthoceps as one of their perks, but this will be available for all three classes.

Destiny 2's Hazardous Propulsion Could Be The New Day-1 Raid Meta For Titans

Destiny 2's new the final shape exotics could be what titans need.

While Synthoceps are still a core part of many builds in The Final Shape, including Prismatic, Destiny 2 's new Hazardous Propulsion is set to become a must-have for DPS and general play in PvE as well as a great Exotic for PvP when combined with Drengr's Lash. What Hazardous Propulsion does is grant stacks of Exodus Rockets, up to six, which are then consumed when players use a class ability - including Thruster from Arc. The missiles then track and damage targets by a hefty amount, which is useful in and of itself.

Players can obtain Hazardous Propulsion if they complete the Legendary Campaign of Destiny 2's The Final Shape expansion. Otherwise, the Exotic can be obtained by reaching rank 17 with Master Rahool in The Tower.

However, the biggest factor that makes Hazardous Propulsion a great Exotic is that it increases the damage dealt by rocket launchers in Destiny 2 , as well as that of rocket-assisted sidearms and even the missiles from the Grand Overture Exotic machine gun. This is critical for DPS in PvE activities like Raids, as rocket launchers are already great for damage, and 6 stacks of Exodus Rockets provide 35% extra damage for 10 seconds. What follows is that old combinations like the trusted and true Apex Predator god roll with Reconstruction and Bait and Switch will still be meta, but this time with a dedicated, powerful Exotic that's fresh from The Final Shape.

Bungie's Destiny 2 is an online FPS that blends single-player and multiplayer content. Constantly evolving, the shooter has established a strong following since its 2017 debut. 

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